St. Joseph’s Catholic Infant School Reading Workshop ‘Reading is Succeeding’ ‘I tapped the page and nothing happened’

Questions What reading does my child do in school? How well should my child be reading? What types of reading skills are there? How can I help my child learn the skill of reading? What types of text should my child read?

Workshop Aims: To consider why ‘Reading is succeeding’ To understand your child’s reading experience in school. To understand types of reading. To equip you with the tools to enhance the quality of ‘reading’ time with your child. To consider the genres, texts and resources that can be used to support reading. To ask questions, discuss and enjoy.

Literacy at our school Spoken Language ReadingWriting

Reading is Succeeding As Head teacher I am passionate that our children believe ‘Reading is Succeeding’. Much research backs this belief and we are sure you will agree that a passion for reading opens a world of imagination and learning. Studies show that reading a variety of literature by the age of15 is the single biggest indicator of future success outweighing negative factors such as family situation or socioeconomic background.

Reading is Succeeding... Many parents reduce the amount of reading they do with their child in year two and from the age of 7 some even stop reading with their child! 44% of 7 year olds never read at home. This is despite half of the reluctant readers saying they would like to read if their parent read with them.

Reading is succeeding Reading for pleasure is linked to attainment and benefits all aspects of a child’s life. Pleasure does not stop at the school gate-it is continued in the home!

Reading is succeeding There are several predictors that children age 6-17 will be frequent readers. The three most powerful are:- 1. Being likely to say that they ‘really enjoy reading’ 2. A strong belief that reading for fun is important 3. Having parents who are frequent readers

60% or 6 out of years old read aloud to a parent 5-7 times per week 40% 6-8 years old read aloud to a parent 5-7 times per week 23% 9-11 years old read aloud to a parent 5-7 times per week

Reading is succeeding Despite these percentages 83% of children across the age groups said they liked or loved reading and the main reason was that it is a special time with their parents.

Reading is Succeeding Child AChild B Reads and discusses their book for 20 minutes each day Reads only 4 minutes a night or not at all Reads five nights a week totalling 1 hour and 40 minutes per week in addition to the reading done in school Reads five nights a week or less totalling 20 minutes or less per week at home. Each month Child A reads for 400 minutes. Each month Child B reads for 1 hour and 20 minutes (less than Child A reads in a week) Each year Child A reads for 3600 minutes in addition to that done in school. This equates to 60 hours or 2 and a half days or 10 whole school days Each year Child B reads for 720 minutes, a mere 12 hours or 2 whole school days.

‘ So please, oh please we beg, go throw your TV away. In it’s place you can install a lovely bookshelf on the wall ’

Reading in School Guided Reading One to One reading Daily Phonic sessions Vocabulary rich environments Problem solving Topic research Spellings

Reading in School Phonics Blending Letters and Sounds Nursery rhymes (predictable phrases) Discussion (What might happen) Inference

3 Levels of Fluency FrustrationInstructionalIndependent

Elements of Reading Word Reading: Reading feeds the imagination and opens a treasure–house of wonder and joy for curious young minds.

Elements of Reading Comprehension: Understanding of the text not just literally but through inference, character analysis etc.

Phonics Teaching of phonics is valuable because children learn letter correspondence. Children learn to blend and also learn how to form letters. Reading and handwriting are NOT the same. Children need to learn the ‘tricky’ words and also the first 100 words.

Comprehension Being able to read does not mean you understand what you read. Your child might sound like a good reader but may not necessarily understand what the text means. The best way to develop understanding is to talk about texts. The next slide is easy to read – does anyone understand what it means?

From a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

Reading is succeeding Phonics and Word Recognition The ability to recognise words presented in and out of context. The ability to blend letter sounds (phonemes) together to read words. Understanding The ability to understand the meaning of the words and sentences in a text. The ability to understand the ideas, information and themes in a text. If a child understands what they hear, they will understand the same information when they read.

Reading is succeeding How many letters? 26 How many sounds (phonemes)? 44 How many spellings of the sounds? 144

Stretchy Sounds f f f f f f f f n n n n n m m m m l l l l l l l l l sh sh sh sh z z z z z z r r r r r r r s s s s s s s v v v v v v v th th th th ng ng ng ng

Sh ar p

Reading in School Phonics Shared reading Guided reading Independent reading Personal reading Focused reading activities Reading across the curriculum Class novels and stories School readers Home readers The hearing of reading is NOT the teaching of reading

Reading at home- Enjoy! Make reading visible; have books available in your home Share books every day; Boys need to see that reading is something men do. Talk about books. Sit and listen - don’t do chores around the reader! Respect choices.

What to do if your child is stuck? Use phonics first. What sound does the word begin with? Can you say the sounds in the word? Blend them together? Read to the end of the sentence. What would make sense? What is the text about – what might fit here? Does it sound right? Look at the picture. Does it help?

Talking about Books It is not a test! Do you like this book; why? Who is your favourite character? Tell me about a character in the book. Which words tell you what the character is like? How would you feel? What do you think will happen next? What would you do? What have you learned about …… in your book? What can you tell me about…?

Comprehension Finding information on the page. Being able to find information that is not on the page. Looking for clues. Thinking about situations and predicting what might happen. Putting yourself in a character’s shoes and understanding what is going on from their viewpoint. Book talk to make your child think.

Hearing your child read Choose a quiet time and give your child your full attention; Give support if required using the strategies explained earlier; Explain the meaning of new words; Talk about the text using open questions.

Jack and the Beanstalk Think about the story of Jack and the Beanstalk. Who are the characters? Who is the main character? How would you feel if someone kept stealing your belongings? What might the giant say to Jack’s mother?

Reading is succeeding Have fun!!